A Critical Examination of Family Engagement Curricula in Hawai'i Elementary Teacher Preparation Programs

Abstract

This study explored how family engagement frameworks, strategies, and concepts were taught in teacher preparation programs in three Hawai‘i higher education institutions. Over 50 years’ worth of education research shows that there are multiple benefits for schools, educators, families, and students when families are engaged in their children’s school; however, teachers new to the field consistently report struggling with knowing how to build relationships with families, particularly those from culturally and linguistically diverse backgrounds. This concern is particularly relevant in Hawai‘i, which is home to many people, cultures, and languages. Marginalized families across the United States often experience barriers to engaging with their children’s schools related to language, teachers’ perceptions about parents’ capacities to contribute to the school, and lack of opportunities to engage with the school. However, research shows that parents care deeply about their children’s education and that all families have the capacity to support their children’s learning. Although there is a gap in teachers’ knowledge about how to engage families in schools, teacher preparation programs are increasingly providing preservice teachers with opportunities to learn about family engagement. Employing the Dual Capacity-Building Framework, this study utilized interviews (virtual and written) and a document analysis to critically examine how faculty at three Hawai‘i institutions integrated family engagement content into their courses for preservice teachers.